Narratives from non-traditional students in higher education

This study examines the experiences of non-traditional university students in higher education. Recommendations from the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) have seen universities aiming to increase enrolments of school leavers, particularly those from low socioeconomic status backgrounds. Similar trends have occurred in other countries such as the United Kingdom, with mixed success. In addition to students from low socioeconomic backgrounds, non-traditional students include those who are mature-age, have low achievement at secondary school, are from Indigenous or Torres Strait Islander backgrounds (in Australia), belong to minority ethnic groups, or come from rural or remote areas. Despite widening participation initiatives, enrolments of students from less advantaged groups have remained largely static in recent decades, both in Australia and elsewhere. Research has shown that students attracted to university in the context of widening participation policies are clustered in some particular institutions, based on location, admission requirements and the extent to which the institution itself genuinely participates in the policy initiative. Likewise, such students are more likely to enrol in some degrees than others. They are likely to be the first generation from their family to attend university. Students from less advantaged groups also experience higher education differently from their more advantaged peers, and face additional challenges. There are exceptions, with some non-traditional students succeeding in HE, but little is known about the factors which facilitate such success. This thesis presents a longitudinal study which combines a Bourdieuian theoretical framework with a narrative methodology. Non-traditional students with a range of background variables were followed into, through and sometimes beyond their enrolment at the campuses of a regional Australian university. After an initial survey with students in a first year teacher education course, interviews were conducted with 13 selected nontraditional students. Up to five interviews were conducted with each student: at the beginning of their first year at university, then at the end of that year and the following three years, as the students moved through university or onto different pathways. Data were then combined to create a single, chronological narrative for each student. Narratives were examined to determine those factors which affected student journeys, either positively or negatively. This included consideration of Bourdieu’s theory of social reproduction through his thinking tools of habitus, capital and field, as well as other themes raised in the literature on non-traditional student experiences. This thesis demonstrates the resourcefulness of non-traditional students, which enabled the vast majority of students in this study to succeed in their endeavours at university. However, despite the success of those individuals, their stories present evidence of inequities which remain in the field of higher education. It is largely as a result of their own efforts and their sometimes ingenious use of limited resources that they have succeeded. There is much that could be done in policy and practice to facilitate a more equitable experience for students from under-represented backgrounds. Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research higher degree candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School. I acknowledge that copyright of all material contained in my thesis resides with the copyright holder(s) of that material. Where appropriate I have obtained copyright permission from the copyright holder to reproduce material in this thesis. Publications during candidature Peer –reviewed conference papers Macqueen S.E. (2012). Studying the experiences of non-traditional students in teacher education. Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney, NSW, 02 Dec 2012 06 Dec 2012. Conference abstracts Macqueen, S. (2016). Non-traditional student narratives in Higher Education: developing, adapting and maximising capital. AARE Conference Melbourne, 27 Nov 2016 1 Dec 2016. Patterson, C. & Macqueen, S. (2016). Elucidating interview approaches and techniques: Delving for deeper meaning on teacher learning. AARE Conference Melbourne, 27 Nov 2016 1 Dec 2016. Macqueen, S. (2015). Employing a theoretical framework and narrative inquiry in a longitudinal study. AARE Conference Fremantle, 29 Nov 20153 Dec 2015. Macqueen, S. (2015). Characteristics and motivations of non-traditional teacher education students. AARE Conference Fremantle, 29 Nov 2015 3 Dec 2015. Macqueen, S. (2014). Narratives from non-traditional students in Teacher Education. AARE / NZARE Conference Brisbane, 30 Nov 20154 Dec 2014. Macqueen, S. (2013). Preservice teacher motivations and dispositions: teacher educators’ perceptions. AARE Conference Adelaide, 1 Dec 2015 5 Dec 2015. Macqueen, S. (2013). Widening participation: effects on teacher education programs. ATEA conference Brisbane, 30 June – 3 July 2013. Macqueen, S.E. (2011). Implications of widening participation for teacher education. British Educational Research Association (BERA) Annual Conference, London, 06 Sep 2011 08 Sep 2011. Publications included in this thesis No publications included. Contributions by others to the thesis No contributions by others. Statement of parts of the thesis submitted to qualify for the award of another degree